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Innovations in Languages for Specific Purposes - Innovations en Langues sur Objectifs Spécifiques

Present Challenges and Future Promises - Défis actuels et engagements à venir


Edited By Magdalena Sowa and Jaroslaw Krajka

The papers collected in this book present diverse views and experiences on teaching English and French for specific and academic purposes. The scope of reflection covers a wide spectrum of cognitive areas of ESP and FOS, encompassing a multitude of training aspects and components (curricula, methods and techniques, materials and teaching aids) from the perspective of both LSP teachers and learners. A great range of topics related to work-specific language instruction addressed in the book displays the interdisciplinary nature of the research area, integrating aspects of linguistics, sociolinguistics, didactics and pedagogy.

Les textes réunis dans le présent volume exposent les idées et expériences relatives à l’enseignement de l’anglais et du français sur objectifs spécifiques et universitaires. Les sujets de réflexion ici abordés couvrent un vaste éventail d’aspects cognitifs et organisationnels (curricula, méthodes et techniques, matériels et outils) propres aux formations en ESP et FOS, ceux-ci envisagés dans la perspective des apprenants et des enseignants. La diversité d’éléments inhérents à la formation linguistico-professionnelle discutés par des didacticiens-chercheurs éminents témoigne du caractère interdisciplinaire du domaine d’investigation LSP qui intègre les points de vues des linguistes, sociolinguistes, didacticiens et pédagogues.

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Le contrat didactique dans les formations en langues sur objectifs spécifiques : quels ajustements face à la multiplicité des acteurs ? (Catherine Carras)


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Catherine Carras

LIDILEM, Université Grenoble Alpes Grenoble, France

Le contrat didactique dans les formations en langues sur objectifs spécifiques : quels ajustements face à la multiplicité des acteurs ?

Abstract: Language teaching for specific purposes implies a didactic situation which involves many actors having varying degrees of influence on the didactic agreement. This article begins by showing how the tools of systemic analysis successfully account for the complexity of these teaching situations. Indeed, it is necessary to highlight that the implementation of a linguistic training program designed for professional purposes is a complex process operated by numerous actors and interlocutors often facing different objectives and constraints. A study of two cases will illustrate the multiplicity of actors and the influence that each may have on the development of the training program and its contents. Lastly, we examine the role of the teacher in programs designed for a professional and/or a specialised audience. In such instances, is the higher position of the teacher maintained? Is the teacher’s authority questioned? We will see how the teacher’s traditional roles of information conveyor, initiator and assessor are challenged in this specific teaching context.

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